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Learning objective overview
Master Teaching Guide coverage for this objective.
S4-3
NZC26-P4-PRO-ETP-K-Y9-08NZC26-P4-PRO-ETP-P-Y9-04NZC26-P4-PRO-ETP-P-Y9-01NZC26-P4-PRO-ETP-P-Y9-03NZC26-P4-PRO-ETP-P-Y9-06NZC26-P4-PRO-ETP-P-Y9-05NZC26-P4-PRO-ETP-K-Y9-02NZC26-P4-PRO-ETP-K-Y9-01NZC26-P3-PRO-EP-K-Y7-04
Resources
- Alpha textbook: Frequency tables, Ex 33.03, pg 568-569
- Beta: Connecting experimental results with models of the possible outcomes, Ex 33.04, pg 571-572
- CorbettMaths on Relative FrequencyQuestions PDF · Answers
Terminology
- Frequency table
- Tally
- Frequency
- Relative frequency
- Theoretical probability
- Experimental probability
- Mode
- Total (number of trials)
- Statistical display
- Model / expected results
Task goals
- Read a completed frequency table of experimental results to find the total number of trials, the mode (most frequent outcome), and answer simple comprehension questions about the counts.
- Complete a relative-frequency row in a table from its frequency row and total, expressing each relative frequency as a simplified fraction or decimal.
- Convert tally marks into a frequency, and use a completed frequency table to state the experimental probability of a single or combined outcome.
- Compare the pattern of frequencies recorded from an experiment, across all its outcomes, to the pattern a theoretical (fair) model would predict, and judge whether the experiment looks fair or biased.
- Combine two separate frequency tables (e.g. two classes' or two days' trial results) into one overall relative frequency, and explain why raw counts must be combined rather than the two rates simply averaged.
- Work backwards from a stated relative frequency (or a missing relative frequency in a table that must sum to 1) and a total to find a raw frequency, or vice versa.
Where this fits
What leads into this objective, and where it goes next.
Before
No prerequisite objective linked yet.
You are here
Probabilities from experiments and statistical displays
The estimated probability of an event from an experiment is the number of times the event happens divided by the total number of trials in the experiment (i.e. the relative frequency for that event).
Statement▸
Carrying out chance experiments of at least 100 trials and comparing the experimental probability of each individual outcome to its theoretical probability, in order to demonstrate the Law of Large Numbers
Statement▸
Next
The official curriculum has no separate Year 10 statements for Probability — Year 9 Probability spans the phase. Try the Statistics strand’s Year 10 statements. Or extend with: Inverse Normal Distribution, The Standard Normal Distribution.
For teachers
Need the fuller teaching notes for this objective? Open the Teacher guidance PDF.